The document analyzes the balance between linguistic competence and teaching performance in English as a Foreign Language (EFL) instruction, emphasizing the need for teachers to possess strong grammar knowledge and effective teaching strategies. Research conducted in Gorontalo, Indonesia shows that EFL teachers recognize the significance of continuous professional development and incorporating cultural understanding in their teaching practices. Ultimately, the study highlights the importance of engaging learners through practical methods and ongoing learning to enhance teaching effectiveness and student motivation.

1. Article Analysis 1
Article Reaction Paper
Edu 653.30 Second Language Acquisition
Ruth Salas-Ramos

2. Article Analysis 2
Synopsis
The article attempts to examine the importance of balancing linguistic competence and
teaching performance in learning and teaching English as a foreign language. It explains, how
important is for English of a foreign language has good knowledge of grammar and vocabulary
(linguistic competence) as well as strategies or methods (performance) to help students in their
classroom. To reach this goal, it is suggested that EFL teachers should be continuously in
professional development training to develop these skills.
A questionnaire and interview were performed by researchers in Gorontalo, Indonesia
where researcher gathered the participants’ responses related to the linguistic competence and
teaching performances in English teaching and learning process. Based on the study results, most
of the participants agree that it is important for EFL teachers to master and understand the
linguistic system because they believe teachers need to have better skills than students. They also
stated that by mastering linguistic system would influence teachers’ pedagogical skill,
interpersonal skill, and personal qualities, which in terms mean teachers would prepare better
and suitable lesson before they teach in a classroom. The rest of the participants agreed that
grammar rules are taught for advance level English students, but for the elementary students,
they apply the English structures into daily conversations. All participants involved in this
current research strongly agreed that all EFL teachers need to have notions of language, learning,
and teaching to make effective their teaching goals.
The article also points out how fluent competence in language skills (speaking, writing,
listening and reading) can be related to the understanding the close connection between language
and culture so that they can relate teaching and learning process to the real experience (Tahir,
2018).

3. Article Analysis 3
Analysis
Linguistic competence is a term used to define the knowledge possessed by native
speakers of a language, and linguistic performance is the way a language system is used in
communication. Noah Chomsky introduced this concept on his elaboration of generative
grammar. According to Chomsky, linguistic competence involves producing and understanding
the language in all its amplitude, distinguishing grammatical sentences from ungrammatical and
performance is the actual use of the language (Taha & Reishaan, 2008). Both terms involve
“knowing” and “doing.”
The research data performed in Gorontalo, Indonesia shows three important points on
what EFL teachers believe linguistic competence and performance.
First, teachers should be proficiency on the linguistic system. Regarding the professional
profile required by language teachers in the 21st century, current language teacher education
programs need to take into account teachers who are well equipped with complex professional
competences. Additionally, Musset (2010, p. 3) reminds us that “teaching ‘is a complex and
demanding intellectual work, one that cannot be accomplished without adequate preparation”
(Agudo, J. 2007).
Second, grammar rules are taught to students with advanced levels of English while for
the elementary, these structures are integrated into daily conversations. The results of research in
the book How languages are learned are strong indicators that learners develop higher levels of
fluency through primarily meaning based-instruction than through grammar based- instruction
(Lightbrown & Spada, 2006, p. 177). In meaning-based instruction, students feel motivated to
learn early literacy skills because they see how literacy is personally relevant to them. Effective

4. Article Analysis 4
instructors attempt to increase learning, as well as motivation, by providing tasks that have a
relationship with real-world experience, that are interesting, and that are personally relevant for
the students (Skehan, 1998). Lightbrown and Spada, also explains based on research the
importance of engaging learners in conversational interactions in paired- activities or groups to
increase fluency and the ability to manage a conversation in a second language. “However,
learners may make slow progress on acquiring more accurate and sophisticated language if there
is no focus on form” (p. 176).
Third, EFL teachers need to know language and teaching methods or strategies. EFL
teachers are expected to provide the lessons with strategies and resources to benefit the students.
They have to be involved in professional training and qualifications, which are supposed to have
a substantial influence upon their classroom teaching and professional development. “To put it
differently, EFL teacher education is regarded as the site where pre- and in-service teachers learn
to teach through exposure to theories, methods, and practices that are considered to be important
for EFL teaching and learning (Yook, 2016).” Strategies are essential for maintaining
engagement and providing frequent exposures to the target language. Students should also be
guided through lesson planning, with a particular focus on emphasizing target skills.
In the end, the article refers to the importance of culture in language teaching. Culture
teaching is an essential supplement for language teaching, which enables students to experience
delightful from language learning. Learning culture can improve student’s understanding of the
target language and the similarities and differences around the world which leads to cultivating a
cultural awareness. Besides, culture learning is informative; it covers ethic, science, social issues,
costumes and more. It has the power to engage students in learning with a desire to communicate
in a foreign language (Dai, 2011).

5. Article Analysis 5
Conclusion
The research data can demonstrate that most EFL teacher in Gorontalo, Indonesia
understand the balance between linguistic competence and linguist performance. Not only EFL
teachers need to be highly knowledgably about the content they are teaching; they must be able
to apply different strategies to reach each learner. EFL teachers need to understand the necessity
to embark on lifelong learning, where constant professional development will be the motor for
success. They need to able to understand the learner necessities and provide an enriching culture
as an educational and motivational tool.

6. Article Analysis 6
Reference
Agudo, J. (2017). What EFL student teacher think about their professional preparation:
Evaluation of an English language Programme in Spain. Australian Journal of Teaching
Education. Vol 42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1151760.pdf
Dai, L. (2011). Practical techniques for cultural based-language teaching in the EFL classroom.
Retrieved from http://www.academypublication.com/issues/past/jltr/vol02/05/11.pdf
Lightbown, P. M. & Spada, N. (2006). How languages are learned. Oxford University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Taha, W. & Reishaan, A. (2008). The relationship between competence and performance:
Towards a comprehensive TG grammar. Retrieved from
https://www.iasj.net/iasj?func=fulltext&aId=42292
Tahir, I. (2018). Teachers' Beliefs in Balancing Linguistic Competence and Teaching
Performance in EFL Classrooms. BRAIN: Broad Research In Artificial Intelligence &
Neuroscience, 9(1), 50-58.
Yook, C., & Lee, Y. (2016). Korean EFL teachers’ perceptions of the impact of EFL teacher
education upon their classroom teaching practices. Asia-Pacific Journal Of Teacher
Education, 44(5), 522-536. doi:10.1080/1359866X.2016.1144171